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Elementary Literacy Workshop

Elementary Literacy Workshop. Kristin Skogstad Elementary Instructional Coach Sioux Falls. Introductions. Grade level Wants and needs. Literacy Workshop??. What does it look like?. Best Practices in Reading Instruction. What do the experts tell us?. Richard Allington.

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Elementary Literacy Workshop

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  1. Elementary Literacy Workshop Kristin Skogstad Elementary Instructional Coach Sioux Falls

  2. Introductions • Grade level • Wants and needs

  3. Literacy Workshop?? • What does it look like?

  4. Best Practices in Reading Instruction What do the experts tell us?

  5. Richard Allington • Effective elementary literacy instruction incorporates six common features – the Six Ts- • Time • Texts • Teaching • Talk • Tasks • Testing (to guide teacher’s instruction)

  6. Literacy (Reading and Writing) Workshop meets the needs of students!

  7. Getting Started… • Think about a structure that will work for you: • Guiding Readers and Writers Fountas and Pinnel • Guided Reading Fountas and Pinnel • The Daily Five Gail Boushey and Joan Moser • Reading with Meaning Debbie Miller • On Solid Ground Sharon Taberski • Spaces and Places Debbie Diller • The Reading Workshop-Getting Started Norma Jackson and Paula Pillow • Flexible Grouping in Reading Michael Opitz

  8. Web Resources

  9. Structure • There are typically three parts to a literacy workshop: • Mini lesson • Workshop time (Independent reading, conferences, guided reading, lit circles) • Sharing Depending upon which resource you use to guide you in your planning these parts may have different names.

  10. Planning / Schedule • Plan with standards in mind. • Resources • Planning Guides • http://www.readinglady.com/ • http://www.readinglady.com/mosaic/tools/tools.htm

  11. Launching the Workshop • First 20 days of Reading and Writing • Establishing routines and procedures • Building community

  12. Mini Lessons • Usually 5 -15 minutes long • Lessons can include: • Reading Strategies • Literacy skills • Workshop procedures What does it look like? (Listen to the specific vocabulary that is used)

  13. Resources • Comprehension Toolkit – Stephanie Harvey and Anne Goudvis • Focus Tool • Talking Chips • Reader’s Toolkit • Mini Lesson Ideas • Linda Hoyt books

  14. Mini Lesson Resources • http://www.mandygregory.com/Mini%20Lessons.htm • 2nd – 4th grade ( Ideas can be adapted) • http://ttms.org/ • Lesson ideas all grades • http://www.mandygregory.com/questioning_mini_lessons.htm • Questioning mini lessons (2nd-4th grade) • http://www.timeforkids.com/TFK/minilessons/ • All Grade levels • http://www.jmeacham.com/readers.workshop/readers.workshop.mini.lessons.htm • K-2nd grade (ideas can be adapted) • http://www.freereading.net/index.php?title=Comprehension_Activities • All Grade Levels • http://www.ourclassweb.com/sites_for_teachers_readers_workshop.htm • Posters and Charts that can be used for mini lessons

  15. Workshop Time • Reader’s Notebook • Book Conferences • Flexible Guided Reading Groups • Literature Circles • Nonfiction reading

  16. Reading Notebook • Reading Record and Goals • Genres • Interests • Letters • Mini Lessons • Fantastic Facts – Nonfiction Reading ** Resources can be located at this website: http://blogs.scholastic.com/top_teaching/2009/11/readers-notebook.html

  17. Assessments • Fall Reading Interview / Parent Survey • Conferences • Reading Log • Written Response • Guided Reading • “Kid Watching” Anecdotal records

  18. Helpful Hints • Remember to start slow to move fast…. Take time to teach routines and procedures. If you run into problems go back and reteach! • Take time to check and connect with students. This allows you a picture of them as a reader. • Develop a plan that works for you and your students.

  19. Why Choose Workshop Structure? • Provides students daily opportunities to read books / materials that they choose. • Allows for differentiated instruction –meeting students where they are and taking them as far as they can go. • The structure ensures that teachers have time to meet the needs of each student in his or her classroom.

  20. What Questions do you have?

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